CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Advanced Proficiency Examination®

PHYSICAL EDUCATION AND

SPORT
SYLLABUS

Effective for examinations from May-June 2016

CXC A33/U2/2013
Published in Jamaica, 2011 by
Ian Randle Publishers
11 Cunningham Avenue
P O Box 686
Kingston 6
www.ianrandlepublishers.com

© 2011, Caribbean Examinations Council

ISBN ----------------------------- (pbk)

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means electronic, photocopying, recording or otherwise without
prior permission of the author or publisher.

Cover and book design by Ian Randle Publishers

Correspondence related to the syllabus should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica

Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org

Copyright © 2011 by Caribbean Examinations Council

The Garrison, St Michael BB14038, Barbados

CXC A33/U2/2013
 Contents

RATIONALE .........................................................................................................................................

AIMS ...................................................................................................................................................

SKILLS AND ABILITIES TO BE ASSESSED .............................................................................................

PRE-REQUISITES OF THE SYLLABUS....................................................................................................

STRUCTURE OF THE SYLLABUS ...........................................................................................................

APPROACHES TO TEACHING THE SYLLABUS ......................................................................................

UNIT 1: FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT

MODULE 1: EXERCISE AND SPORT PHYSIOLOGY .....................................................................

MODULE 2: SPORT MANAGEMENT I .......................................................................................

MODULE 3: SPORT PSYCHOLOGY ............................................................................................

UNIT 1: APLICATIONS OF PHYSICAL EDUCATION AND SPORT

MODULE 1: BIOMECHANICS....................................................................................................

MODULE 2: SPORT MANAGEMENT II .......................................................................................

MODULE 3: TECHNOLOGY AND INNOVATION ........................................................................

OPTIONS .............................................................................................................................................

OUTLINE OF ASSESSMENT .................................................................................................................

REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................

REGULATIONS FOR RESIT CANDIDATES .............................................................................................

ASSESSMENT GRID .............................................................................................................................

APPENDIX I - GLOSSARY .....................................................................................................................

APPENDIX II - RECOMMENDED READINGS ........................................................................................

CXC A33/U2/2013
 Introduction

T he Caribbean Advanced Proficiency Examination (CAPE) is designed to provide certification of the

academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE may be studied concurrently or singly.

The Caribbean Examinations Council offers three types of certification. The first is the award of a
certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to
candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The
third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster
of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma
and the CAPE Associate Degree, candidates must complete the cluster of required Units within a
maximum period of five years.

Recognised educational institutions presenting candidates for the CAPE Associate Degree in one of
the nine categories must, on registering these candidates at the start of the qualifying year, have
them confirm, in the required form, the Associate Degree they wish to be awarded. Candidates will
not be awarded any possible alternatives for which they did not apply.

CXC A33/U2/2013
 Physical Education and Sport
Syllabus
 RATIONALE
Physical Education as an integral part of the general education process contributes to an individual’s
awareness and understanding of the elements and dimensions of movement and forms the basis for
the learning of sport skills. Sport, on the other hand, is viewed as a vehicle for the enhancement of
fundamental motor skills and the development of complex skills learnt through a properly structured
Physical Education and Sport programme. It is governed by formal or informal rules that involve
competition and may be pursued for recreation or reward while promoting healthy lifestyle practices.
Sport is recognised as an instrument for the promotion of international peace and understanding and
many local, regional and international sporting bodies have embraced shared values through sport.

The study of CAPE Physical Education and Sport, therefore, will allow students to have an essential and
integral component of a balanced, active and healthy lifestyle. This will improve the quality of life and
provide a multi-faceted approach to solving cultural, emotional and social issues. Students will also be
aware of the importance of equipping Caribbean persons with the knowledge, skills and
competencies to undertake and sustain the development of the sporting sector leading to the goal
of wealth creation by attracting investors, job creation and other economic opportunities. By
pursuing this course, students will develop decision-making, problem solving and critical thinking skills
and use sport technology. This syllabus will be designed to provide the knowledge skills and
competencies that are required for further studies, as well as for the world of work.

This syllabus will contribute to the development of the Ideal Caribbean Person as articulated by the
CARICOM Heads of Government in the following areas: development of the capacity to create and
take advantage of opportunities to control, improve, maintain and promote physical, mental, social
and spiritual well-being and to contribute to the health and welfare of the community and country;
and nourishment in him/herself and in others, the fullest development of each person’s potential
without gender stereotyping and embracing differences and similarities between females and males
as a source of mutual strength. Based on the UNESCO Pillars of Learning, this course of study will
also contribute to a person who will learn how to do, learn to live together and learn to transform
themselves and society.

1
 AIMS
This syllabus aims to:

1. develop the knowledge, skills and values for the enhancement of performance in a wide range
of movement and sport experiences;

2. promote optimal health and wellness through an understanding of healthy lifestyle practices
and regular participation in physical activities;

3. provide a multi-faceted approach to solving cultural, emotional and social issues;

4. develop the capacity for critical and creative thinking, technological competence, problem
solving, leadership and cooperative behaviours through authentic learning experiences;

5. develop an appreciation of the importance of Physical Education and Sport in providing

multiple pathways to employment and further education;

6. integrate information, communication and technological (ICT) tools and skills.

CXC A33/U2/2013
 SKILLS AND ABILITIES TO BE ASSESSED

The skills and abilities that students are expected to develop on completion of this syllabus have
been grouped under three headings:

(a) Knowledge and Comprehension;

(b) Application;

(c) Practical Skills.

Knowledge and Comprehension

The ability to:

Knowledge: identify, remember and grasp the meaning of basic facts, concepts and
principles;

Comprehension: select appropriate ideas, match, compare and cite examples and principles
in familiar situations;

Application (A)

Application: use facts, concepts, principles and procedures in unfamiliar situations. The
ability to analyse and interpret unfamiliar situations, and make reasoned
judgements and recommendations;

Practical Skills (PS)

produce coordinated movement in the demonstration of the basic technical

model for specific skills in the selected sport.

CXC A33/U2/2013
 PRE-REQUISITES OF THE SYLLABUS
Any person with a good grasp of the contents of the Caribbean Secondary Education Certificate
(CSEC) Physical Education and Sport or Integrated Science or Biology or Human and Social Biology or
Food and Nutrition syllabuses or equivalent, should be able to pursue the course of study defined by
the syllabus. However, successful participation in the course of study will also depend on the
possession of good verbal and written communication skills.

 STRUCTURE OF THE SYLLABUS

The Physical Education and Sport Syllabus is made up of a Compulsory Core and two Options. The
Compulsory Core is organised in two (2) Units. A Unit comprises three (3) Modules each requiring
fifty (50) hours. The total time for each Unit, is therefore, expected to be one hundred and fifty
(150) hours. Each Unit can independently offer students a comprehensive programme of study with
appropriate balance between depth and coverage to provide a basis for further study in this field.

A. CORE

UNIT 1: Fundamentals of Physical Education and Sport

Module 1 – Exercise and Sport Physiology

Module 2 – Sport Management I
Module 3 – Sport Psychology

UNIT 2: Application of Physical Education and Sport

Module 1 – Biomechanics
Module 2 – Sport Management II
Module 3 – Technology and Innovation

B. OPTIONS

Each candidate must choose ONE sport from OPTION A for Unit 1 and ONE sport from OPTION B for
Unit 2.

OPTIONS SPORTS
A (a) Dance
(b) Gymnastics
(c) Martial Arts/Combative Sports
(d) Swimming
(e) Track and Field/Athletics
(f) Badminton
(g) Golf
(h) Squash
(i) Table Tennis
(j) Tennis

CXC A33/U2/2013
 OPTIONS SPORTS
B (a) Basketball
(b) Cricket
(c) Football
(d) Hockey
(e) Netball
(f) Rugby
(g) Volleyball
(h) Softball/Baseball

 APPROACHES TO TEACHING THE SYLLABUS

Teachers are advised to model the planning process for the practical component of the class and
share this process with the students as an introduction to the programme. This guided approach will
highlight the need for the fitness testing, exercise prescription and sport training periodization
aspects of the syllabus. Students may then make input in the planning of the delivery for the Option
from Term 2. It is suggested that the sports practicals be included every week, and students may be
assigned some independent study regarding aspects of their physical fitness preparation.

The following sequence of delivery is suggested:

1. Year 1 (Focus on Option A)

Unit 1 : Term 1 - Module 1 (at least 4 hours each week)
Term 2 – Module 2
Term 3 – Module 3

2. Year 2 (Focus on Option B)

Unit 2 : Term 1 - Module 1
Term 2 – Module 2
Term 3 – Module 3

Modules may be subdivided into the specific objectives to facilitate delivery by guest speakers.
Enrich the classes by the use of technology and various laboratory styled learning experiences
especially for the biomechanics and physiology modules.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Exercise and Sport Physiology and Sociology

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand how the body is prepared for optimal physical performance ;

2. know the relationship between lifestyle and health;

3. appreciate the role of social interaction in the sport milieu;

4. be aware of the sociological issues related to physical education and sport;

5. improve skills of critical thinking, problem solving and leadership;

6. understand the processes of fitness assessment and exercise prescription.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. discuss the components of fitness; (a) Definition of fitness.

(b) Classification and components of fitness:
(i) health related - strength,
cardiovascular endurance, muscular
endurance, flexibility, body
composition;
(ii) performance related - speed, power,
agility, balance, reaction time,
coordination.
(c) Physical, mental and social benefits of exercise
and recreation.
(d) Effects of lifestyle choices on fitness.

2. evaluate fitness; Including:

Health related- one (1) repetition maximum test or
grip dynamometer, shuttle run test or paced muscular
endurance test, goniometer test or sit-and-reach test,
skin fold caliper test or bio-electrical impedence test;

Performance related: 30m sprint test, vertical jump,

Horizontal Jump, Margaria Kalamen test, Illinois Agility
test, stork stand test, ruler test, plate tapping test.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Exercise and Sport Physiology and Sociology

SPECIFIC OBJECTIVES CONTENT

3. outline programmes to improve (a) Principles of training: progression, overload

fitness; (FITT), variety, adaptation, specificity,
reversibility, active involvement, individual
difference, maintenance.

(b) Training methods:

(i) Continuous;
(ii) Interval (extensive-intensive);
(iii) Fartlek;
(iv) Circuit.

(c) Periodisation of training:

(i) macrocycles, mesocycles and
microcycles;
(ii) general preparation, specific
preparation, pre-competition, main-
competition, transition.
(d) Training sessions:
(i) warm up (general and specific);
(ii) development;
(iii) cool down.

4. describe the energy systems; (a) Energy concepts: definition of energy, work
and power and the units they are expressed
in.
(b) Classification of energy systems:
(i) anaerobic alactic;
(ii) anaerobic lactic;
(iii) aerobic.
(c) Forms of energy: chemical, kinetic and
potential. Adenosine triphosphate (ATP)- role
of ATP,breakdown and re-synthesis of ATP.
(d) The energy continuum - intensity and duration
of exercise.

5. discuss sociological issues. (a) Sport theory.

(b) Theoretical perspectives on sport:
(i) Functionalist;
(ii) Interactionist;
(iii) Conflict;
(iv) Critical/critical feminist.
(c) Group/ team dynamics;
(d) Crowd behaviours, sport fandom
(e) Youth sport;
(f) Sport and special populations;
(g) Olympism: history and development.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Exercise and Sport Physiology and Sociology

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities.

1. Class and group discussions.

2. Multimedia presentation and interactive activities.

3. Practical fitness assessment/testing activities in pairs and in groups.

4. Evaluation of fitness components using norms.

5. Manipulation of heart rate monitors, skin-fold callipers.

6. Improvisation of fitness assessment equipment: construction of goniometers, benches for

sit-and- reach tests, step-ups.

7. Field trips to fitness and sport facilities to examine how equipment and people are
accommodated.

8. Individual presentations on selected social issues in sport.

9. Panel discussions on approaches to selected social issues in sport, for example, Anti-doping,
the athlete with diabetes, HIV, disability, and youth sport.

10. Case studies including emphasis on sport and the at-risk youth.

11. Conduct Microcycle planning activities.

12. Conduct fitness programme design workshops.

RESOURCES

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 2: Sport Management I

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand some of the major theoretical frameworks and concepts relevant to sport
management;

2. develop an understanding of sport management situations by using some frameworks;

3. develop an ability to critically analyse frameworks related to sport management;

4. know the current trends in sport;

5. appreciate the value of sport as an institution.

Specific Objectives Content

Students should be able to:

1. describe the nature of management (a) Definition of Management; management

and its relationship to sport; styles; careers in sport management.
(b) Structure of International Sporting
Organisations, for example, IOC, ICC, PGA,
IFNA.
(c) Role of Government and Non- Government
Organisations: policy on sport; funding
opportunities; bidding process for major
events.

2. discuss the process of event (a) Different types of events: planning

management; meetings, pre-launch; competition, awards
ceremonies, opening and closing
ceremonies.
(b) Planning an event: including choice of
resources and roles in an organising
committee (use of volunteers); scheduling.
(c) Execution and implementation of main
event: management of volunteers;
competition management.

3. explain the various roles of sport as (a) As a sport.

an institution. (b) As recreation.
(c) As entertainment.
(d) As business.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 2: Sport Management I

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Use of group discussions to identify the various types of management.

2. Hosting of a career day to discuss the careers in Sport Management.

3. Research and present the theories of Management.

4. Research the structure of various regional and international sporting organisations and have
an awareness of how your territory fits into the current model, for example, CONCACAF for
FIFA; NORCECA for FIVB.

5. Volunteer for a major event and conduct interview sessions with sport officials.

6. Conduct a courtesy call with the Minister of Sport, President of the Olympic Association,
president of any major sporting federation to discuss their roles.

7. Observe and identify the rules that govern sport in inter schools, national competitions,
regional and international competition.

8. Field visit to a health club, gym facility or a YMCA.

9. Attend and observe a camp, workshop, seminar or a conference put on by a sporting

sponsor.

RESOURCES

Parks, J., Quaterman, J. and Thibault, Contemporary Sport Management – 3rd Edition
L.,

Pike, L., Barr, C. and Hums, M. Principles and Practice of Sport Management
Beech, J. and Chadwick, S. The Business of Sport Management

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 3: Sport Psychology

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand the theories of motivation in sport in the Caribbean context;

2. be aware of the relationship between arousal and performance;

3. know the factors that affect motor skills learning;

4. appreciate the importance of effective leadership in sport;

5. be aware of ethical issues in sport.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. describe major theories of (a) Definition of motivation.

motivation; (b) Motivation to participate in sport and
exercise:
(i) extrinsic factors – family influence,
peers, school, clubs, prizes, media;
(ii) intrinsic factors – achievement need
(MsClelland-Atkinson), self-efficacy
(Bandura), drive models (Hull &
Spence), equity theory, attribution
(Weiner).
(c) Gender differences in motivation.
Strategies in motivation: positive and
negative feedback, reinforcement, social
activity, pep talks.
(d) Goal setting – types of goals, the SMARTER
process.

2. discuss the relationship between (a) Differentiate among arousal, activation,

arousal/activation and stress, anxiety in relation to sport.
performance; (b) Inverted ‘U’ theory (Yerkes-Dodson), Drive
theory, multi-dimensional theory.
(c) The control of arousal: cognitive versus
somatic approaches. For example,
concentration, imagery, self-monitoring,
massage and physical activity.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 3: Sport Psychology

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. discuss the relationship between (a) Theories of learning: Behaviourism, Social

learning and performance; Learning, Cognitive approach to skill
learning.
(b) Stages of learning:
(i) Cognitive;
(ii) Associative;
(iii) Autonomous.

(c) Factors influencing motor skill learning:

(i) Individual differences, psychosocial
aspects;
(ii) Task complexity and type (open,
closed skills);
(iii) Styles of instruction, presentation
style;
(iv) Types of practice – massed,
distributed.

4. explain the importance of effective (a) Influencing others: sources of power, issues
leadership; in the use and abuse of power, effective
leadership.
(b) Theories of leadership: Great Man theory,
Fiedler’s contingency theory, Normative
theory, Chelladurai’s Multidimensional
theory.
(c) Styles of leadership: Autocratic, Democratic,
Laissez faire, Transformational,
Transactional.
(d) Player leadership.

CXC A33/U2/2013
 UNIT 1- FUNDAMENTALS OF PHYSICAL EDUCATION AND SPORT
MODULE 3: Sport Psychology

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

5. discuss the effects of group (a) Definition of team, social cohesion, task
dynamics on sport performance; cohesion.
(b) Group dynamics: Forming, storming,
norming, performing,
disbanding/adjourning (McPherson).
(c) Productivity and groups.
(d) The influence of cohesion on team
performance.
(e) Social facilitation.

6. discuss the role of sport in moral (a) Definition of values, morals, beliefs.
development. (b) Theories of moral development: Kohlberg,
Bredemeier
(d) Sport and character development; the
impact of sport participation on moral
development
(e) Ethical issues and the athlete: Cheating:
doping, gamesmanship, deviance,
commercialisation.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities.

1. Organise debates and small group discussions.

2. Conduct role playing of goal setting, strategies for improving performance.

3. Watch audio-visual presentations.

4. Examine Case studies.

5. Conduct research projects.

6. Make observation of the local sport environment.

CXC A33/U2/2013
RESOURCES

Wesson, K., Wiggins-James, N., Sport and P.E.: A complete guide to advanced level study.
Thompson, G., Hartigan, S (3rd ed.). London: Hodder Arnold, 2005.

Beashel, P., and Taylor, J. Advanced studies in Physical Education and Sport. Nelson
1996.

Cox, R. H. Sport Psychology: Concepts and applications. Boston:

McGraw, 2009.

Honeybourne, J. W., Hill, M., Moors, Advanced Physical education and sport. London: Stanley
H. Thornes, 1996.

Sewell, D., Watkins, P., Griffin, M. Sport and exercise science: An introduction. London:
Hodder Arnold, 2009.

Wann, D. L. Sport psychology. New Jersey: Prentice-Hall, 1997.

Journals:

Websites:

CXC A33/U2/2013
 UNIT 2 – APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Biomechanics

GENERAL OBJECTIVES

On completion of this Module, students should:

1. know the basic principles of sports biomechanics;

2. appreciate the role of biomechanics in the production of movement;

3. understand the forces operating on the human body in stillness and motion;

4. be aware of the relationship between force and sport performance;

5. know the factors that affect motor skills production including projectiles;

6. appreciate the role of biomechanics in the evaluation and improvement of performance in

sport.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. explain the utility and roles of (a) Definitions of: biomechanics, clinical
biomechanics in the context of biomechanics, occupational biomechanics,
sport; sports biomechanics.
(b) Sub-branches of biomechanics:
(i) statics;
(ii) dynamics.
( c) Biomechanical models: particle, stick figure,
rigid segment body models:
(i) role of the sports biomechanist -
teaching, research, consulting;
(ii) role of biomechanics in the study of
human movement.

2. describe the statics in (a) Equilibrium, stability and balance in sport.

biomechanics; (b) Anatomical reference axes and planes:
sagittal, transverse, longitudinal, frontal.
(c) Centre of mass, establishing centre of mass
in different planes.
(d) Directional terminology.
(e) Fluid biomechanics –Buoyancy.

CXC A33/U2/2013
 UNIT 2 – APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Biomechanics

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. discuss the relationship among (a) Forces: internal and externally generated
forces acting on the moving body; (b) Force:
(i) gravity;
(ii) friction;
(iii) ground reaction;
(iv) resultant force;
(v) centrifugal;
(vi) centripetal;
(vii) resistive forces – drag, air
resistance/aerodynamics,
aquadynamics.
(c) Newton’s Laws
(i) First law – Inertia
(ii) Second Law – Acceleration
(iii) Third – Action / Reaction
(d) Levers: functions, 3 types, turning effects

4. describe the principles of motion
relevant to sports;
(a) Principles of motion: Linear motion, rotary,
translator, momentum, continuity, transfer of
momentum, maximum acceleration and
efficiency of motion, counterforce, leverage,
follow-through, force application, angular
motion.
(b) Gravity and the body in motion.
(c) Velocity, acceleration, maximum velocity,
deceleration.

5. apply the principles of force and
motion to specific movements in
sport.
(a) Biomechanical principles related to specific
sport skills (related to Options A and B).
(b) Parabolic curves for specific sport skills.
(c) Graphical representations of motion –
interpreting research results.
(d) Measurement of force, stride length and
frequency.

CXC A33/U2/2013
 UNIT 2 – APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 1: Biomechanics

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities.

1. Conduct debate and have small group discussions on technique and style issues.Use specific
technologies, for example, Dartfish, HyTech meet manager for the analysis of movement.

2. Use stick figure diagrams to analyse movement.

3. Arrange sessions to do video analysis of sport movement, for example, on the biomechanics
of running and projectiles.

4. Use of audio-visual presentations.

5. Examine Case studies on biomechanical analyses from international research sources.

6. Conduct research projects on movement in exercise and sport scenarios.

7. Discuss Fault-reason-correction exercises on specific sports movements.

8. Observe video recording and photography for analysis in the local sport environment.

RESOURCES

Beashel, P., & Taylor, J. Advanced studies in physical education and sport. Nelson,
1996.

Davis, B., Roscoe, J., Roscoe, D. Physical education and the study of sport. 5th ed. London:
Mosby, 2005.

Honeybourne, J. W., Hill, M., Moors, Advanced physical education and sport. London: Stanley
H Thornes, 1996.

Sewell, D., Watkins, P., Griffin, M. Sport and exercise science: An introduction. London:
Hodder Arnold, 2009.

Wesson, K., Wiggins-James, N., Sport and P.E.: A complete guide to advanced level study.
Thompson, G., Hartigan, S. London: Hodder-Arnold 2005

Journals:

Websites:

www.Doi.

CXC A33/U2/2013
 UNIT 2- APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 2: Sport Management II

GENERAL OBJECTIVES

On completion of this Module students should be able to:

1. understand the key concepts of Human Resource Management for sport;

2. understand the key elements of financial management of sport;

3. be aware of the role of marketing as a tool that is used to link a sporting organisation’s
mission to achievement of its goals;

4. be aware of the legal ramifications of sport management and its impact on the institution of
sport;

5. appreciate the value of ethics to sport management.

Specific Objectives Content

Student should be able to:

1. assess the key elements of (a) Theories of Human Resource Management:

Human Resource Management and Leadership – Behavioural,
Management as it relates Multidimensional, Chaos, Kaizen, Attribution.
to sport management; (b) Key functions and factors of Human Resource
Management within a sporting organisation: goal
setting, mission and vision statements; strategic
planning, implementation, evaluation.
(c) Processes of Human Resource Management:
planning, organising, staffing, coordinating,
directing, monitoring.

2. create budgets and (a) Relevance/Importance of financial management to

financials for sporting sporting organisations.
events and organisations; (b) Accounting principles and how they can be applied
to sporting events.

3. evaluate the contribution (a) Measurement of financial value of the sporting

of sport to the economy; event to a community or its stakeholders.
(b) The value of sport to an economy (contribution to
GDP, number of employees in the sector, average
salaries, linkage sectors to sport).

CXC A33/U2/2013
 UNIT 2- APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 2: Sport Management II

4. devise strategic marketing (a) Identification of the most suitable markets for
plans related to sporting sport: domestic, local, regional and international.
events; (b) Behaviour of consumers in sport.
(c) Assessment of marketing plans.
(d) Role of Media in marketing.
(e) Promotional activities.

5. discuss the legal issues (a) Definition of sport law.

surrounding sport (b) Examination of legal principles and how they can
management; be used in sport.
(c) Existing policies and contracts for sport in the
region: Revised Treaty of Chaguaramas; CARICOM
Sport Development Policy, UNESCO Sport for
Peace; UN Millennium Goals.
(d) The Memoranda of Understanding (MOU),
Contracts: acknowledgement of procedures for an
MOU and/or contract for athletes and sporting
organisations.
(e) Intellectual property and rights - use of image,
sponsorship, branding, concession.

6. explain the role of ethics (a) Concepts in Ethics: - fair play, morals and values;
in Sport. transparency; democracy.
(b) Rules and regulations- Code of ethics.
(c) Sport diplomacy and protocol.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Visit the National Olympic Association’s office and interview the Chief Administrator on how
the organisation functions.

2. Use of group discussions to compare models in different international sporting federations.

3. Invite a Treasurer of a major sporting federation to speak to the class and review budgets
which were used for hosting of events.

4. Attend an Annual General Meeting for a sporting federation to understand the funding
process.

5. Create a sponsor package for a sporting event.

6. Attend seminars, workshops, event launches by major sponsors of Sport.

7. Participate in online sessions put on by international firms with specific focus on sport.

CXC A33/U2/2013
8. Discuss specimen contracts for athletes.

9. Discuss case studies of sport arbitration, players’ rights, competitions’ rules.

10. Debate the topical issues in sport arbitration.

11. Invite a Sport Lawyer to speak to the class to address specific issues on image rights,
intellectual property, patents, trademarks, branding, registration of domain names, product
endorsement.

12. Examine Case Studies on Ethics cases related to Sport Management.

13. Use of the World Anti-Doping Agency (WADA) website to guide decisions on the appropriate
use of substances in sport.

RESOURCES

Parks, J., Quarterman, J. Contemporary Sport Management, 7th Edition. Champagne.

Human Kinetics, 2012.

Parkhouse, Bonnie, L. The Management of Sport Its Foundation and Application, 3rd
Edition. New York: McGraw-Hill, 2001.

Journals

Websites

http://www.wada-ama.org/

CXC A33/U2/2013
 UNIT 2- APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 3: Technology and Innovation

GENERAL OBJECTIVES

On completion of this Module students should be able to:

1. have an awareness of the history of technology and how it has been used to advance sport
as a consumer driven activity.

2. have an understanding of how technology can impact on the delivery of sport information.

3. examine the tools associated with technology and how they can be used to improve
performance, feedback in sport.

4. explore the role of Social Media as a means by which sport is being consumed and delivered
to the general audience.

5. demonstrate how the technological tools can be used to enhance the delivery of sport.

Specific Objectives Content

Students should be able to:

1. discuss the historical (a) Hand timing to electronic to FAT.

development of the use of (b) Analogue timing devise to digital.
technology in sport; (c) Sport apparel (shoe, suits, balls).
(d) Recording of results.
(e) Seeding and ranking of teams.

2. state the methods used to (a) Distribution of information.

disseminate sport (b) Information gathering.
information to target (c) Awareness: e-mail, telegram, telex, fax.
markets; (d) Event branding.
(e) Advertising.
(f) Video exposure.
(g) Online streaming of events.
(h) Promotional games-FIFA, NBA, BOLT, NFL.

CXC A33/U2/2013
 UNIT 2- APPLICATION OF PHYSICAL EDUCATION AND SPORT
MODULE 3: Technology and Innovation

Specific Objectives Content

Students should be able to:

3. discuss the use of the (a) Training:

technological tools available (i) bowling machine, ball machine, cradle;
for training and (ii) post-game analysis;
performance in sport; (iii) projections.
(b) Performance/Diagnosis/Treatment:
(i) stimulation, tens;
(ii) reaction equipment;
(iii) biofeedback;
wired/wireless monito
4. describe how technology is (a) Database management.
used for the improvement of (b) Game communication.
the various aspects of sport (c) Strategy.
event management; (d) Results and distribution.
(a) Scheduling.
(b) Rosters.
(c) Creation of website.
(d) Entries/registration.
(e) Rankings/seeding.
(f) Teleconferencing- Skype.

5. describe the use of Social Media (a) Facebook.

in sport. (b) Twitter.
(c) Linkedin.
(d) Tumblr.
(e) Instagram.
(f) My Space.
(g) Instant Messaging.
(h) YouTube.
(i) Applications for mobile devices.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

CXC A33/U2/2013
RESOURCES

Leadership and Management in Athletic Training,

Journals

Websites

http://www.wada-ama.org/

CXC A33/U2/2013
 OPTIONS
PREAMBLE
Students are required to select one option from Option A, and one option from Option B. It is expected
that the students will participate in a thorough examination of the chosen sport, fully exploring the
requirements for optimal performance in the sport, and the rules and regulations governing the sport
at developmental levels and international competitions. They will be required to show mastery of
advanced level skills, and demonstrate an understanding of the preparation process for successful
performance in that sport.

Additionally the School-based assessment will focus on the planning and realization of an extra-mural
competition among at least three institutions.

GENERAL OBJECTIVES

On completion of these Options, students should be able to:

1. appreciate the intent of rules or laws of the sport at domestic, junior and international level
events;

2. develop tactics and strategies of competitive play and adapt these to the strengths and
limitations of other players;

3. understand the physical demands of the preparation of athletes for competition;

4. develop competencies in managing small groups during sport events;

5. develop leadership qualities and cooperative behaviours through group activities.

6. demonstrate mastery of advanced skills in a selected sport.

SPECIFIC OBJECTIVES

Students should be able to:

1. officiate a game, match or contest in the selected sport;

2. plan training for a mesocycle of an annual plan in their chosen sport;

3. coach small groups of novices in their chosen sport;

4. execute a full range of skills that are required in competitive situations;

5. apply the principles of defense and offense in competitive situations;

6. design tournament fixtures following varied formats;

7. demonstrate correct use of the laws or rules of the sport or game and their application;

8. interpret feedback on their performance and on others’ performance and general play;

CXC A33/U2/2013
9. demonstrate competencies in one (1) selected ROLE for an extra-mural triangular event;

10. demonstrate leadership and cooperative behaviours.

SPECIFIC OBJECTIVES

Students should be able to:

OPTION A

1. DANCE

Each candidate is required to demonstrate and teach different types of dance.

This module may be studied in relation to any appropriate dance style, for example, contemporary,
ballet, jazz, modern and ethnic. Any style of dance can be used as a stimulus or idea. Steps from folk
dance and ballroom dance may be incorporated into a candidate’s own teaching or demonstrations.

(a) Performance: a study of the mechanical and expressive nature of dance.

(i) Basic Principles

- Posture and placement; alignment; flow of energy; co-ordination;
balance; control and mobility; and strength.

(ii) The Body

- Locomotion and elevation; movement involving the flexion; rotation;
use of individual body parts in isolation and combination.

(iii) Dynamics
- Speed, energy, continuity, rhythm.

(iv) Spatial aspects

- Shaping and projecting the body in space through size level direction
and pathway.

(b) Dance Composition

(i) A study and appreciation of dances through participating in composing solo,

duo and group dances.

(ii) The exploration of a range of dance ideas, styles and accompaniments.

(iii) The selection and development of appropriate actions, spatial and dynamic
content.

(iv) The use of choreographic devices as appropriate to the chosen dance style.

(v) The use of expression and communication.

CXC A33/U2/2013
 (c) Dance Appreciation

A study of the meaning and significance of dances; both those composed by the candidate and
those composed by professional choreographers. This will include the consideration of such
features as: type of dance, for example, lyrical, abstract, dramatic; style of the dance; number
and gender of dancers; theme or subject matter of the dance; dynamic, spatial, and action
content of the dance; set, design, lighting, costume and accompaniment; structure and form;
interpretation resulting from the way in which elements are perceived.

2. GYMNASTICS

(a) Each candidate will be required to:

(i) teach (demonstrate) a floor routine including a combination of at least eight

different skills;

(ii) teach (demonstrate) at least four different vaults;

(iii) teach (demonstrate) competencies in one other category:

- Rhythmic Gymnastics using selected apparatus (ball, hoop, baton).

- Trampolining.
- Rings.
- Parallel bars.
- Uneven bars.
- Horizontal bar.
- Balance beam.
- Pommel horse.
- Floor Exercise Skills (Balances and tumbles).

(b) Floor Exercise

Each candidate will be required to teach (demonstrate) a floor routine including a

combination of at least eight different skills.

(i) Handstand.
(ii) Rolls (forward, backward, dive forward).
(iii) Headstand.
(iv) Cartwheel.
(v) Round off.
(vi) Kip.
(vii) Handspring.
(viii) Headspring.
(ix) Back handspring.
(x) Front somersault.

CXC A33/U2/2013
 (c) Vaulting Skills

Each candidate will be required to teach (demonstrate) at least four different vaults.

(i) Squat vault.

(ii) Straddle vault.
(iii) Flank vault.
(iv) Rear vault.
(v) Front vault.
(vi) Shoulder/Neck spring vault.
(vii) Headspring vault.
(viii) Handspring vault.

(d) Rhythmic Gymnastics Skills

Each candidate will be required to teach (demonstrate) at least four different skills from one
of the categories listed below.

(e) Body Movement Skills

(i) Steps
- Variety in step patterns.

(ii) Jumps and leaps

- Take offs, landings, shapes in flight, rotations.

(iii) Pivots
- On different body parts, with different body/limb shapes.

(iv) Balances
- On different body parts, with different shapes, levels.

(v) Waves
- With different body parts, in different directions, levels.

(vi) Bends
- Of different body parts, while in different positions.

(vii) Rolls/Splits
- Different directions.

CXC A33/U2/2013
 (f) Trampolining Skills

(i) Tuck jumps.

(ii) Pike jumps.
(iii) Straddle jumps.
(iv) Seat drop.
(v) Half twist.
(vi) Full twist.
(vii) Front drop.
(viii) Front somersault.
(ix) Back somersault.
(x) Combinations.

(g) Suspended Rings Skills

(i) Inverted hang.

(ii) Nest hang.
(iii) Forward single leg cut.
(iv) Backward double leg cut dismount.
(v) Combinations.

(h) Parallel Bars Skills

(i) Forward hand walk.

(ii) Hip roll.
(iii) Corkscrew mount.
(iv) Flank dismount.
(v) Combinations.

(i) Balance Beam Skills

(i) Squat mount.

(ii) Chasse.
(iii) Back shoulder roll.
(iv) Arabesque
(v) Leap.
(vi) Forward roll.
(vii) Cartwheel dismount.
(viii) Combinations.

(j) Pommel Horse Skills

(i) Feint.
(ii) Front support and swing.
(iii) Single leg circle forward.
(iv) Simple travel.
(v) Combinations.

(k) Laws/rules of the event and their application

(i) knowledge of the laws and rules and their application.

CXC A33/U2/2013
3. MARTIAL ARTS

Each candidate will be required to select either Boxing, Karate, taekwondo or Judo for Martial Arts.

a) Boxing
Each candidate will be required to demonstrate all the skills listed below:

(i) Stance
- Right hand stance
- Left hand stance
(ii) Footwork
- Attack
- Defence
(iii) Punches
- Jab
- Cross
- Hook
- Upper cut
mbinations
(iv) Defence
- Slip
- Bob and weave
- Parry/block
- Cover-up
- Clench
- Counter attack
(v) Tactics
- Toe to toe
- Counter attack
- Fighting in close
- Feinting

Rules
Laws/rules of the event and their application
- knowledge of the laws and rules and their application.

b) Karate

(i) Foundations of Karate

- Historical background.
- Styles, vocabulary.
- Karate in everyday life.
- Application to modern living.
- Breathing methods.
- Postures.

(ii) Basics of Karate Training

- Karate etiquette.
- Health and well-being through correct diet and healthy lifestyle.
- Awareness of legal and ethical implications of the use of force.

CXC A33/U2/2013
 (iii) Warming-up.
Stretching; Aerobic exercises.

(iv) Falls and Rolls

On to back and side to side from squatting position.

(v) Stances
- Walking.
- Hand positions.
- Front-leaning.
- Side-fighting.

(vi) Hand Techniques

- Punches (form of a punch, straight punch, reverse punch).
- Blocks (Eight basic).

(vii) Leg Techniques

- Snap kicks.
- Stretching straight leg.
- Thrust kicks.
- Side kicks.
- Round house.

(viii) Forms
The First cause katas.

(ix) Self -Defense

- Against punches, grabs and strikes.
- Against basic weapons (knife, club sticks).

(x) Sparring
- One step for middle punch.
- High punch and groin punch.
(Defended by appropriate block from eight basic blocks).

(xi) Laws/rules of the event and their application

- knowledge of the laws and rules and their application.

c) Taekwando

(i) Foundations of Taekwondo

- Definition of Taekwondo
- Historical background
- Tenets of Taekwondo
- Taekwondo etiquette
- Taekwondo counting and commands (in Korean)
- Belt system

CXC A33/U2/2013
 (ii) Fundamental movements
- Sitting stance punch (Annunso Jirugi)
 Single Punch (6)
 Double Punch (4)
 Triple Punch (3)

- Punching skills from sparring position

 Front-fist punch (2)
 Rear fist punch (2)
 Double Punch (2)
 Four combination Punch

- Stances
 Walking
 Extending walking
 L Stance
 Cat Stance

(iii) Foot Techniques

- Standing kicks (Soseo Chagi)
 Front stretching downward kick (AP Olier Naeryo Chagi).
 Abduction downward kick (Oejun Dollyo Naeryo Chagi).
 Adduction downward kick (Naejun Dollyo Chagi).
 Front kick (Ap Chagi).
 Arc kick (Bandal Chagi).
 Side kick (Yeop Chagi).
 Turning kick (Dollyo Chagi).
 Back kick (Twit Chagi).
 Reverse turning kick (Bandae Dollyo Chagi).

- Jump Kicks (Twimyo Chagi)

 Jump front kick (Twimyo Ap Chagi).
 Jump side kick (Twimyo Yeup Chagi).
 Jump turning kick (Twimyo Dollyo Chagi).
 Jump back kick (180 and 360 degree turn).
 Jump reverse turning kick (180 and 360 degree turn).

(iv) Poomsae (Forms)

- Definition of Taegeuk and its Symbol.
- Poomsaes in the Taegeuk System: Jang (1); Yi Jang (2); Sam Jang (3);
Sa Jang (4); O Jang (5); Yook Jang (6); Chil Jang (7); Pal Jang (8):
 fundamental movements;
 eye control;
 concentration of spirit;
 speed control;
 strength control;
 flexibility;
 balance;
 variety in techniques.

CXC A33/U2/2013
 (v) Kyorugi (Sparring)
- One Step Sparring:
 5 hand techniques;
 5 foot techniques;
 5 self defense techniques;
 combination kicks.
- Free Sparring.

(vi) Kyokpa (Board Breaking)

- Eye control.
- Balance.
- Power control.
- Speed.
- Point of attack.

Rules

Knowledge of the rules of the discipline/sport and their application.

d) Judo

(i) Foundations of Judo

- Historical background.
- Styles, vocabulary.
- Judo in everyday life.
- Application to modern living.
- Breathing methods.
- Postures.

(ii) Basics of Judo Training

- Judo etiquette.
- Health and well- being through correct diet and healthy lifestyle.
- Awareness of legal and ethical implications of the use of force.

(iii) Warming-up
Stretching; Aerobic Exercises.

(iv) Falling: why, when, how.

(v) Throws and Break falls

- Foot, leg, body and shoulder throws.
- Rear, side, and forward rolling break falls.
- Balance breaking techniques.
- The importance of hand holds.

CXC A33/U2/2013
 (vi) Mat Work (Groundwork)
- Sash hold.
- Shoulder hold.
- Side four corner hold.
- Upper four corner hold.
- Straight four corner hold.
- Turnover techniques.
- Balance breaking techniques.

(vii) Locks
- Elbow locks.
- Arm locks.

(viii) Chokes
- Naked strangle.
- Single wing sleeper.
- Collar choke.
- Opposite cross.

Laws/rules of the event and their application

- knowledge of the laws and rules and their application.

4. SWIMMING

Each candidate will be required to teach (demonstrate) three of the four strokes and all of the
life saving skills listed below.

(a) Swimming Skills

(i) Breaststroke.

(ii) Backstroke.

(iii) Front crawl.

(iv) Butterfly.

(v) Diving (optional).

(vi) Turning.

(b) Life Saving Skills

(i) Side stroke.

(ii) Life Saving leg kick.

(iii) Entry into water.

(iv) Rescues:

CXC A33/U2/2013
 - land based; reach; throw;
- water based; wade; accompanied rescue, non-contact rescue; contact
rescue; (Select 2 from the following)
- extended tow;
- clothing tow;
- wrist tow;
- chin/head tow;
- double shoulder tow;
- cross chest tow.

(vii) Landing a casualty.

(viii) Assessing life support skills.

(ix) Demonstrate CPR (Cardio-Pulmonary Resuscitation).

(x) Recovery position.

(c) Laws/rules of the event and their application

- knowledge of the laws and rules and their application.

5. TRACK AND FIELD ATHLETICS

Each candidate will be required to teach (demonstrate) skills involved in three events but no
more than two events from any group of Running, Jumping and Throwing events.

(a) Running Events

(i) Sprints
- Starts.
- Transition.
- Acceleration to maximum speed.
- Finish.
- 60 metres.
- 100 metres.
- 200 metres.
- 400 metres.

(ii) Middle and Long Distance

- Starts.
- Transition.
- Strategy.
- Finish.
- 800 metres.
- 1500 metres.
- 5000 metres.

CXC A33/U2/2013
 (iii) Hurdles
- Hurdle start.
- Lead leg action.
- Trail leg action.
- Running to first hurdle.
- Running between hurdles.
- 100 metres.
- 110 metres.
- 400 metres.
- Finish.

(b) Jumping Events

(i) Long Jump

- Approach.
- Take off.
- Technique (hitch kick/hang, sail).
- Tele-mark landing.

(ii) Triple Jump

- Approach.
- Sequence (Hop/Step/Jump).
- Flight.
- Landing.

(iii) High Jump

- Approach.
- Take Off.
- Flight (Bar clearance).
- Landing.

(c) Throwing Events

(a) Shot Put

- Stance, Grip, standing, frontal throws.
- Movement sequence (Glide/Spin).
- Power position and execution.
- Follow through/recovery.

(b) Discus
- Grip, stance, standing, frontal throws.
- Preliminary swings.
- Movement sequence (rotation).
- Power position and execution.
- Follow through and recovery.

(c) Javelin
- Grip and approach run.
- Transition (cross steps).
- Power position and execution.
- Follow through and recovery.

CXC A33/U2/2013
6. BADMINTON

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Service
- Basic serve.
- Long serve.
- Short serve.
- Variations.

(ii) Overhead forehand strokes

- Defensive and attacking clear.
- High clear.
- Low clear.
- Drop shots.
- Smash.

(iii) Overhead Backhand Strokes

- Clear.
- High clear.
- Drop shots.

(iv) Sidearm strokes

- Forehand and backhand drives.
- Push return.
- Dab.

(v) Underarm Strokes

- Lob.
- Block.
- Return of smash.
- Net shots.

(b) Tactics

(i) Tactics for singles and doubles: attacking; defending; anticipation; deception;
positioning in attack; positioning in defense; correct angles.

(ii) Tactics for service: serving strategy; varying the service; receiving service in
singles; receiving service in doubles/mixed.

(iii) Formations: front and back; side-by-side.

(c) Laws/rules of the game and their application

(i) Knowledge of court layout.

(ii) Scoring and umpiring.

CXC A33/U2/2013
7. GOLF

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation

(a) Skills

(i) Stance: open; closed; position of ball.

(ii) Grip: weak/strong; overlapping (Vardon); interlocking (Hogan).

(iii) Swing: backswing; downswing.

(iv) Use of woods, irons and putters.

(v) Strokes: tee shot; drive; approach shots; chip; pitch; putt.

(vi) Playing from hazards: shots from bunkers and from the rough.

(b) Tactics

(i) Selection of club.

(ii) Use and control of: draw; fade; backspin; topspin; lofting.

(iii) Taking account of conditions: lie; distance; wind and weather.

(iv) Using the run of fairway.

(v) Slopes and green.

(c) Laws/rules of the game and their application

(i) Rules, etiquette and procedures.

(ii) Types of play: stroke play; match play.

8. SQUASH

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Basic Shots

- the forehand and backhand drives: grip, swing, racquet head up,
follow through;
- the service: forehand lob (floating service), forehand hard hit service,
backhand service, return of service.

(ii) Attacking and defensive shots (forehand and backhand): the volley; the boast;
the drop shot; the lob.

CXC A33/U2/2013
 (iii) Fundamentals of movement: watching – footwork – balance – readiness;
returning to the ‘T’; anticipation; deception.

(b) Tactics

(i) Use of side walls and angles to out-manoeuvre an opponent.

(ii) Width and length (switching).

(iii) Use of the nick.

(c) Laws/rules of the game and their application

(i) Knowledge of court layout and use.

(ii) Scoring and refereeing.

9. TABLE TENNIS

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Services using a variety of length, direction and spin; forehand and backhand.

(ii) Return of service; attacking and defensive returns with and without spin.

(iii) Push shots: backhand push; forehand push.

(iv) The block.

(v) Half volleys: using forehand and backhand.

(vi) Back spin defensive returns using forehand and backhand; the chop.

(vii) Top spin driving using forehand and backhand.

(viii) Drop shots.

(ix) Loop: fast forehand; slow forehand; backhand loop.

(x) Lob: forehand and backhand.

CXC A33/U2/2013
 (b) Tactics

(i) Tactics for singles and doubles: attacking; defending; anticipation; deception;
positioning in attack; positioning in defense; correct angles.

(ii) Tactics for service: serving strategy; receiving service in singles; varying the
service; receiving service in doubles/mixed.

(c) Laws/rules of the game and their application

(i) Knowledge of table dimensions.

(ii) Scoring and umpiring.

10. TENNIS

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Service
- Basic Service.
- Service variations (Sliced, Top Spin, Flat).

(ii) Ground Strokes

- Forehand.
- Backhand.
- Variations (Drives, Topspin, Slice).

(iii) Volleys
- Backhand.
- Forehand.
- Variations (Slice, Drop).

(iv) Overhead Smash

- Basic.
- Jump Smash.

(v) Lobs
- Backhand.
- Forehand.

(b) Tactics

(i) Tactics for singles and doubles: attacking; defending; anticipation; deception;
positioning in attack; positioning in defense; correct angles.

(ii) Tactics for service: serving strategy; receiving service in singles; varying the
service; receiving service in doubles/mixed.

CXC A33/U2/2013
 (c) Laws/rules of the game and their application

(i) Knowledge of court layout.

(ii) Scoring and umpiring.

OPTION B

1. BASKETBALL

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Passing: chest pass; bounce pass; baseball pass (long) and overhead pass.

(ii) Receiving and rebounding.

(iii) Dribbling: either hand; using changes of hand; direction and pace; high, low
and reverse dribble.

(iv) Shooting: lay-up shots; set shot; jump shot; hook shot and free shots.

(v) Footwork: pivoting; changes of pace and direction; stopping.

(vi) Fakes: for example, fake shot and drive.

(vii) Positions: guard; forward; post play (pivot).

(b) Tactics

(i) Defense: one to one; pressing defense; zone defense 1-2-2, 2-1-2, 1-3-1; half
zone press; double teaming.

(ii) Offence: one to one; fast-break offence; zone offence: 2 on 1 situations;

overload offence; post plays; screen plays; offence against half court; zone
presses.

(iii) Special situations: jump ball; out of bounds ball.

(c) Laws/rules of the game and their application

(i) Knowledge of court dimensions.

(ii) Refereeing.

CXC A33/U2/2013
2. CRICKET

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Batting
- Approach: grip; stance; the backlift;
- The forward and back strokes: in defense – use of feet; in attack – the
drives; leg glance.
- Strokes played with vertical bat.
- Strokes played with horizontal bat: hitting a full pitch to leg; the pull; the
hook; the sweep; the cut.
- Running between the wickets; calling and backing up.
- Reading the bowling: spin; speed; in swing; out swing.

(ii) Bowling
- The basic action: grip; run up; delivery stride; release; follow through.
- The basic action: side-on, front-on, semi-open, mixed action.
- Length and direction.
- Swing: out swing (grip, rotation at shoulders, use of out swing); in swing
(grip, bowling action, use of in swing).
- Cutters: off-cutter (grip, action, when to use); leg-cutter (grip, action,
when to use).
- Medium and fast pace bowling: run up; action; grip; variation of pace.
- Spin: grip; action; when to use spin, googly; top spin; off spin.

(iii) Fielding
- Concentration; backing up; getting behind ball; moving onto the ball.
- Two hand interception, underarm flick.
- Stopping and returning: barrier position.
- Throwing: long, high, flat, hard – at the wicket.
- Chasing and retrieving: over short distance; over long distance.
- Catching: high catching; slip catching; medium catching.
- Positions: away from wicket; close to wicket; specialist positions.
- Wicket keeping: stumping; run outs; receiving the ball from bowling and
fielding; catching; use of pads.

(b) Tactics

(i) Field placing for attacking and defensive fields.

(ii) Bowling changes.

(iii) Reading the wicket (pitch) – when to bat or bowl.

CXC A33/U2/2013
 (c) Laws/rules of the game and their application

(i) Knowledge of pitch/wicket dimensions.

(ii) Ways of dismissals.

3. FOOTBALL

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Control
- Using static practices: use of chest, thigh, feet and head.
- Pressurized situations: use of chest, thigh, feet and head.

(ii) Passing
- Short pass: including use of both feet; use of the inside and the
outside of the foot.
- Long pass (along the ground, lofted pass): skills to include use of both
feet, outside of the foot, the chip pass.
- Body pass: use of head and chest.

(iii) Shooting: power shots (short and long range); shots with inside and outside of
foot (swerving shots); first time shots (volleys and half volleys); heading;
shooting on the move; penalty kicks and direct free kicks.

(iv) Tackling: block tackle; side tackle; sliding tackle.

(v) Dribbling: close control; use of either foot; feints; changes of pace and
direction.

(vi) Heading: defensive and attacking; for distance and for accuracy.

(vii) Jockeying: pressurizing and attacking; closing down a player.

(viii) Goalkeeping skills: throwing for distance and accuracy, punching, palming,
handling of shots and crosses – to include pressurized situations; kicking dead
ball and clearance; narrowing the angle and diving saves.

(b) Tactics

(i) Attack: depth, width and penetration in attack; use of space and timing;
mobility; support play; positional sense.

(ii) Defense: close marking; lateral running; covering; depth, width and
concentration in defense; delay in defense; man to man and zonal marking.

(iii) Set pieces: direct and indirect free kicks.

(iv) Corner kicks.

CXC A33/U2/2013
 (v) Throw-in and goalkeeper’s kicks.

(vi) Systems of play.

(c) Laws/rules of the game and their application.

(i) Knowledge of field dimensions.

(ii) Refereeing.

4. HOCKEY

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game
situation.

(a) Skills

(i) Use of the stick; grip, movement of hands.

(ii) Passes: the drive (hitting from left to right, right to left, footwork); the push
(straight, from right to left, left to right, footwork); the flick (straight, right to
left; left to right, footwork); the scoop; reverse stick pass; the hit-on.

(iii) Receiving the ball: grip; position of body; receiving from right and left, in
front, behind and side.

(iv) Stopping the ball: hands on stick; position of feet.

(v) Dribbling: grip; footwork; head position.

(vi) Tackling: stick side; non stick side; lunge; jab; from front, behind and side.

(vii) Beating an opponent: stick side; non stick side; scoop; pull back and touch
stop; bully.

(viii) Shooting: from forward line attack; from penalty corner, from long corner.

(ix) Goalkeeping skills: kicking; use of hand; use of stick.

(b) Tactics

(i) Principles of attack and defense: triangular passes; through and square
passes; zonal defense; one to one marking; attacking through left and right.

(ii) Corners; in attack from left and right; in defense from left and right.

(iii) Attacking goalkeeping; defensive goalkeeping.

(iv) Systems of play.

CXC A33/U2/2013
 (v) The link system.

(c) Laws/rules of the game and their application

(i) Knowledge of court dimensions.

(ii) Umpiring.

5. NETBALL

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Catching: one handed, two handed, with feet grounded, in flight.

(ii) Throwing (different passes and their uses): one handed passes (shoulder, high
shoulder, underarm, bounce, lob); two handed passes (push, overhead,
bounce).

(iii) Footwork: landing on one foot; landing on two feet; pivot; running pass.

(iv) Shooting: one hand; two hands; forward step shot; backward step shot.

(v) Techniques of getting free: dodge and sprint; sudden sprint; sprint and stop;
sprinting with change of speed.

(vi) Defending: marking the player; marking the ball; blocking; inside the circle;
outside the circle (that is, defending the circle edge against the pass in).

(vii) Intercepting: pass; shot.

(viii) The toss-up.

(b) Tactics

(i) Attacking: system of centre passes; set patterns of play; throw-in; toss-up;
holding the space; back up on the circle edge.

(ii) Defending: blocking; zoning; defending the space; the throw-in; the toss-up;
back up on the circle edge.

(iii) Role of individual players.

(c) Laws/rules of the game and their application

(i) Knowledge of court dimensions.

(ii) Refereeing.

CXC A33/U2/2013
6. RUGBY

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Passing: grip on ball; body position; accuracy of pass; orthodox; short and
long; passing at speed; lob and reverse; pendulum pass; diving and spin
passes.

(ii) Receiving: high balls; balls at speed; ground pick-up.

(iii) Tackling: basic technique; low tackle from side, rear, front and smother, hand
off.

(iv) Kicking: place; punt; drop; dribble; screw; grubber.

(v) Beating opponents: side-step; feint; swerve; change of pace and direction;
dummy pass;

(vi) Scissors; switch; loop and kick ahead.

(b) Team Skills

(i) Set scrimmaging: binding; position of feet; angle of drive for front row, second
row and back row.

(ii) Line out play: jumping and catching: binding; throwing in.

(iii) Ruck and maul.

(c) Tactics

(i) Forward play: scrum; line out.

(ii) Three quarter play: handling; kicking; running; tackling.

(iii) Role of individual players.

(iv) Positional play.

(d) Laws of the game and their application

(i) Knowledge of court dimensions.

(ii) Refereeing.

CXC A33/U2/2013
7. VOLLEYBALL

Each candidate will be required to teach (demonstrate) all of the skills listed below in a game situation.

(a) Skills

(i) Service: underarm; top-spin float.

(ii) Service reception.

(iii) Defense: two armed defense; (one armed diving).

(iv) Set: front volley; reverse volley; jump volley.

(v) Attack: spike (hard or soft) tactical; tip; dump.

(vi) Blocking.

(b) Team Skills and Tactics

Attacking and Defending: block (one person, two persons, three persons); systems of
play (3 : 3 system, 2 : 2 : system, 5 : 1 system); role of individual players; team
formation when serving; team formation when receiving; switching and penetration;
setting up attack and block; defending attack and block.

(c) Laws/rules of the game and their application

(i) Knowledge of court dimensions.

(ii) Refereeing.

8. Baseball/Softball

Each candidate will be required to teach (demonstrate) all the skills listed below in a game
situation:

(a) Skills

(i) Batting
- Grip: standard; choke grip.
- Batting: Swing; blunts.

(ii) Pitching
- Baseball: slider; fast pitch; curve ball; drop ball; rise ball; change up;
knuckle ball; screw ball.
- Softball: windmill; sling shot.
- Starting position: wind up; set.

(iii) Fielding
- Catching: Basics to catch fly hits; rolling hits.
- Throwing: over arm; side arm.

CXC A33/U2/2013
 (iv) Base running

- Base running: single; double; triple; home run.

- Sliding: Bent leg slide; hook slide; head first slide.

(b) Tactics

(i) Defensive: pitchout; intentional walk; infield fly; pop fly coverage; cuts off and
relays; rundown; double and triple play; signals.

(ii) Offensive: batting order; switch hitters; the bunt; sacrifice fly; stealing; hit and
run; substitution.

(iii) Field set up and positions.

(c) Laws/Rules of the game and their application

(i) Knowledge of baseball field/dimensions

(ii) Ways of dismissals

CXC A33/U2/2013
 OUTLINE OF ASSESSMENT
Each unit of the syllabus will be assessed separately and grades will be awarded independently for
each Unit. The Assessment will comprise two components — external and internal.

EXTERNAL ASSESSMENT (60%)

Paper 01
(90 minutes) The paper will consist of multiple-choice items, 15 items on each
Module. Each item will be allocated 1 mark. The paper will
contribute 30 per cent (90 marks) to the total score.

This paper will allow for a broader coverage of the syllabus. The
questions will test knowledge and application of factual information,
procedures and processes comprehension and the understanding of
concepts and issues.

Paper 02
(1 hour 30 minutes) This paper will consist of three compulsory structured essay
questions, one questions on each module. Each question will be
worth 30 marks. This paper will contribute 30 per cent (90 marks) to
the total score.

The paper will require greater in-depth knowledge of the

syllabus. The questions on Paper 02 will focus on the assessment of
higher-order such as application, analysis synthesis and evaluation.

SCHOOL-BASED ASSESSMENT (40%)

Paper 03 (120 marks)

Unit 1

Candidates will be required to develop a coaching training programme and to demonstrate their
skills in a coaching and an officiating practical activity.

Unit 2

Candidates will be required to plan and implement a one-day sporting event for one sport.

Moderation of School-Based Assessment

School-Based Assessment Record Sheets are available online via the CXC’s website www.cxc.org.

All School-Based Assessment Record of Marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of the coaching programmes for Unit 1
and the event plans for Unit 2 will be requested by CXC for moderation purposes. These
assignments will be re-assessed by CXC Examiners who moderate the School-Based Assessment.
Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent
to schools. All samples must be delivered to the specified marking venues by the stipulated
deadlines.

CXC A33/U2/2013
The assessment of the practical skills; coaching and officiating practical activities for Unit 1 and
implementation of event for Unit 2 shall be conducted on-site by an External Examiner appointed by
the Council.

Copies of the students’ assignment that are not submitted must be retained by the school until three
months after publication by CXC of the examination results.

Unit 1

Paper 01

1. Composition of Paper
This paper will comprise forty-five multiple-choice items, fifteen items based on each
module.

2. Syllabus Coverage
The items will assess candidates ’knowledge and understanding across the entire unit

3. Mark Allocation
The total number of marks available for this component is 90. Each module will be allocated
30 marks. The paper contributes 30 per cent of the marks for the examination.

Paper 02

1. Composition of Paper
This paper will consist of three compulsory structured essay questions. Each module will
have 0ne question. Each question will be worth 30 marks.

2. Syllabus Coverage
The items will assess candidates ’knowledge and understanding across the entire unit

3. Mark Allocation
The total number of marks available for this component is 90. Each module will be allocated
30 marks. The paper contributes 30 per cent of the marks for the examination.

Paper 03

1. Composition of Paper
This paper comprises of a training programme developed by the candidates together with
the candidates demonstrating coaching and officiating skills to an external examiner.

2. Syllabus Coverage
The SBA will focus on Exercise and Sports Physiology and Sports Psychology.

3. Mark Allocation
The total number of marks available for this paper is 90. The paper contributes 40 per cent
of the overall marks for the examination.

CXC A33/U2/2013
Unit 2

Paper 01

1. Composition of Paper
This paper comprises forty-five multiple-choice items, fifteen items based on each module

2. Syllabus Coverage
The items will assess candidates ’knowledge and understanding across the entire unit

3. Mark Allocation
The total number of marks available for this component is 90. Each module will be allocated
30 marks. The paper contributes 30 per cent of the marks for the examination.

Paper 02

1. Composition of Paper
This paper will consist of three compulsory structured essay questions. Each module will
have 0ne question. Each question will be worth 30 marks.

2. Syllabus Coverage
The items will assess candidates ’knowledge and understanding across the entire unit

3. Mark Allocation
The total number of marks available for this component is 90. Each module will be allocated
30 marks. The paper contributes 30 per cent of the marks for the examination.

Paper 03

1. Composition of Paper
This paper comprises of an event plan by the candidates together with the candidates
demonstrating the implementation of the event plan to an external examiner.

2. Syllabus Coverage
The SBA will focus on Sports Management and Technology and Innovation.

3. Mark Allocation
The total number of marks available for this paper is 45. The paper contributes 40 per cent
of the overall marks for the examination.

CXC A33/U2/2013
 SCHOOL-BASED ASSESSMENT (SBA)
School-Based Assessment is an integral part of the students’ assessment of the course of study
covered by this syllabus. It is intended to assist the students in acquiring certain knowledge, skills
and attitudes that are associated with the subject. The activities for the School-Based Assessment
are linked to the syllabus and should form part of the learning activities to enable the students to
achieve the objectives of the syllabus.

During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks
contribute to the final marks and grades that are awarded to the students for their performance in
the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist
teachers and students in selecting assignments that are valid for the purpose of School-Based
Assessment. The guidelines provided for the assessment of these assignments are also intended to
assist teachers in awarding marks that are reliable estimates of the achievements of students in the
School-Based Assessment component of the course. In order to ensure that the scores awarded are
in line with the CXC standards, the Council undertakes the moderation of a sample of the School-
Based Assessments marked by each teacher.

School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of the student. It facilitates feedback to the student at various stages of the experience.
This helps to build the self-confidence of the students as they proceed with their studies. School-
Based Assessment also facilitates the development of the critical skills and abilities emphasised by
this CAPE subject and enhance the validity of the examination on which the students’ performance is
reported. School-Based Assessment, therefore, makes a significant and unique contribution to both
the development of the relevant skills and the testing and rewarding of the student.

CRITERIA FOR THE SCHOOL-BASED ASSESSMENT

Unit 1

A. Assessing the coaching programme

Components of the coaching programme - 50 marks

1. Rationale
2. Cover page
3. Macro-cycle
4. Meso-cycle
5. Micro-cycle
6. Daily plan

Rationale
 Logical and attainable 2 marks

CXC A33/U2/2013
Cover page
• Identify sport activity 1 mark
• Goals and objectives
Achievable
Consistent with rationale
Related with specific sport 3 marks
• Duration (period) 1 mark
• Age group 1 mark
• Gender 1 mark
• Date 1 mark

Macro-cycle

• Table correctly laid out with title 3 marks

• The periods correctly arranged 3 marks
• The periods consistent with duration 2 marks
• Spread-sheet sequential and logical 2 marks

Meso-cycle

• Table correctly laid out with title 3 marks

• Workload type arranged logically 3 marks
• Week 1 mark
• Days 1 mark

Micro-cycle

 Table correctly laid out with title 3 marks

 Days 1 mark
 Activities set up logically 2 marks

Daily Plan
 Duration 1 mark
 Date 1 mark
 Objectives related to daily activity 2 marks
 Resources (equipment and supplies) 3 marks
 Warm up ( four activities 2 general and 2 specific) 4 marks
 Development (simple to complex and appropriate) 3 marks
 Cool down (2 cool down activities) 2 marks

CXC A33/U2/2013
B. Assessing the coaching and officiating practical sessions

Candidates would be required to attain a level of skill proficiency in their chosen sport so that they
would be able to demonstrate the skills correctly in an instructional setting.
It is expected that when the teaching/coaching abilities of the candidates are being assessed, that
the candidates would take all opportunity to demonstrate the skills being taught/coached.

Practical Session – Coaching

CRITERIA ALLOCATION OF MARKS

Class/session plan:

Present 1
Absent 0

Preparation:

Facility set-up appropriately. 2

Facility set-up but not appropriately. 1
Facility not set-up. 0

Safety considerations:

Area is totally safe for planned activity. 2

Area is partially safe for planned activity. 1
Area not safe for planned activity. 0

Dress code of teacher and students:

Appropriately dressed for planned activity. 1

Inappropriately dressed for planned activity. 0

Equipment:

Appropriate use of equipment at all times. 2

Appropriate us of equipment sometimes. 1
Inappropriate use of equipment. 0

Use of resources/technology:

Resources/technology always used. 1

Resources/technology not used. 0
Coaching skills:

Appropriate location of instructor/coach/teacher with

respect to the class and the sun at all times. 2

Appropriate location of instructor/coach/teacher with

respect to the class and the sun at sometimes. 1

CXC A33/U2/2013
Inappropriate location of instructor/coach/teacher with
respect to the class and the sun. 0

Communication of information:

Audible and clear. 2

Audible but not clear. 1
Inaudible and not clear. 0

Analysis of skill:

Identify incorrect execution of skills at all times. 2

Identify incorrect execution of skills at all times. 1
Cannot identify incorrect execution of skill. 0

Correction of errors:

Ability to correct all deficiencies. 2

Ability to correct some deficiencies. 1
Inability to correct deficiencies. 0

Feedback:

Feedback provided and adequate. 2

Feedback provided but inadequate. 1
No feedback provided. 0

On-task considerations:

Students on-task for most of the times. 2

Students on-task for some of the times. 1
Students not on-task during the session. 0

Sequencing of activities:

Activities are sequenced appropriately at all times. 2

Activities are sequenced appropriately sometimes. 1
Activities are sequenced inappropriately. 0

Class control:

Good class control. 2

Poor class control. 1

TOTAL 25 MARKS

CXC A33/U2/2013
Practical Session – Officiating

CRITERIA ALLOCATION OF MARKS

Facility set up:

Facility ready and safe. 3

Facility ready but unsafe. 2
Facility not ready and unsafe. 0

Dress code:

Appropriately dressed for planned activity. 1

Inappropriately dressed for planned activity. 0

Punctuality:

Arrive at least 15 minutes before the scheduled start time. 3

Arrive 15 minutes after the scheduled start time. 2
Arrive more than 15 minutes after the scheduled start time. 1

Equipment use:

Appropriate use of equipment, (for example, whistle, flags,)

at all times. 3

Appropriate use of equipment, (for example, whistle, flags, ) 2

at sometimes.

Inappropriate use of equipment, (for example, Whistle, 1

flags).
Knowledge of the rules and regulations of the game/sport:

Demonstrates the ability to apply the rules and regulations

of the game/sport all of the times. 3

Demonstrates the ability to apply the rules and regulations

of the game/sport some of the times. 2

Does not demonstrate the ability to apply the rules and

regulations of the game/sport. 1

Control of game:

In control of game at all times. 3

In control of game sometimes. 2
No control of game. 1

TOTAL 15 MARKS

CXC A33/U2/2013
Unit 2

Event planning

Preamble

Students will plan a one-day rally for a specific sport for a specific age group. Students will develop
and implement the plan for a one day event highlighting the planning process.

Criteria

Components of the event plan

Phase Activities Criteria Mark Allocation

Rationale Provide a brief Rationale logical and attainable 2 marks

rationale for event
Rationale logical but not attainable 1 mark

No rationale 0 marks

Planning 1. Meetings Output from meetings to include the

following:

(a) Notes from meetings; Any 7 listed output

(b) letters of invitation; 1
(c) schedule; mark each
(d) number of teams;
(e) resources to be used; 7 marks
(f) budget;
(g) venue for the event;
(h) ordering of trophies/plaques;
(i) volunteer training.

2. Public Relations The following should be presented: 1 mark for

(Media Launch) presenting each
(a) Sponsors;
(b) number of teams; and 3 marks
(c) organizing committee

CXC A33/U2/2013
 3. Pre-Competition (a) Registration of teams- Spread 1 mark for each
sheet with name; age, date of type of data on
birth, height; weight; position spread sheet.
played; age verification with birth
certificate.

(b) Sponsor Set up- Mounting of 2 marks if all

banners and products. sponsors are
represented, 1
mark if some
sponsors are
represented and 0
marks if no
sponsors are
represented

(c) Technical set up- Set up of Equipment set-up

equipment timely and
appropriate 2
marks, equipment
set up timely only
or appropriate
only 1 mark ,
equipment set up
not timely and
inappropriate 0
marks

13 marks

CXC A33/U2/2013
 4. Competition (a) Team fixtures. Team fixtures
Schedule provided and
logical 3 marks,
team fixtures
provided but not
logical 2 mark3, no
team fixtures 0
marks

(b) Volunteer and officials’ schedule Volunteer and

officials’ schedules
provided and
logical 3 marks,
Volunteer and
officials’ schedules
provided but not
logical 2 marks, no
team fixtures 0
marks

6 marks

Implementation 1. Operational (a) Implementation of event Efficient

Logistics- schedule. implementation of
event schedule 2
marks, schedule
implemented but
not efficiently 1
mark, schedule not
implemented 0
marks

(b) Updates with scores/ results. Updates provided

for all activities 2
marks, updates
provided for some
activities 1 mark
and no updates
provided 0 marks

Admission
requirements
specified 1 mark,
no admission
requirements 0
(c) Admission requirements for mark
spectators, for example, tickets,
money. 5 marks

CXC A33/U2/2013
 2. Awards (a) Display of awards 1 mark each
ceremony (b) Presentation of awards
(c) Recognising MVP/all-star
(d) Acknowledgement of
sponsors 4 marks

3. Break down (a) Removal of posted material 1 mark each

(return of venue to (b) Garbage disposal
normal state) 2 marks

4. Evaluation (a) Summary report on event. 1 mark each

(post event review). (b) Thank you letters.
(c) Congratulatory letters 3 marks

TOTAL 45 MARKS

CXC A33/U2/2013
 REGULATIONS FOR PRIVATE CANDIDATES

Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 03.
Detailed information on Papers 01, 02 and 03 is given on pages 24 to 27 of this syllabus.

 REGULATIONS FOR RESIT CANDIDATES

Re-sit candidates must complete Papers 01 and 02 of the examination for the year for which they re-
register. A candidate who re-writes the examination within two years may re-use the moderated
School-Based Assessment score earned in the previous sitting within the preceding two years.

Candidates are no longer required to earn a moderated score that is at least 50 per cent of the
maximum possible score; any moderated score may be re-used.

Candidates re-using SBA scores in this way must register as ‘Re-sit candidates’ and provide the
previous candidate number. (In order to assist candidates in making decisions about whether or not
to reuse a moderated SBA score, the Council will continue to indicate on the pre-slip if a candidate’s
moderated SBA score is less than 50 per cent).

Re-sit candidates must be registered through a school, a recognised educational institution, or the
Local Registrar’s Office.

 ASSESSMENT GRID

The Assessment Grid for the Unit showing marks assigned to papers and to Modules, and percentage
contributions of each paper to the total scores.

Unit 1

Module 1 Module 2 Module 3 Total (%)

External 15 (30) 15 (30) 15 (30) 45 (90) 30

Assessment
Paper 01
Multiple-choice
questions
Paper 02 30 (30) 30 (30) 30 (30) 90 (90) 30
Structured essay
School-Based 30 30 30 90 (120) 40
Assessment
Paper 03
225 (300) 100
TOTAL

CXC A33/U2/2013
Unit 2

Module 1 Module 2 Module 3 Total (%)

External 15 (30) 15 (30) 15 (30) 45 (90) 30

Assessment
Paper 01
Multiple-choice
questions
Paper 02 30 (30) 30 (30) 30 (30) 90 (90) 30
Structured essay
School-Based 15 15 15 45 (120) 40
Assessment
Paper 03
180 (300) 100
TOTAL

CXC A33/U2/2013
 APPENDIX I

 GLOSSARY OF BEHAVIOURAL VERBS USED IN THE PHYSICAL

EDUCATION AND SPORT EXAMINATION
WORD/TERM DEFINITION/MEANING

annotate Add a brief note to a label. (Simple phrase or a few words

only.)

apply Use knowledge/principles to solve (Make inferences/conclusions.)

problems.

appraise To judge the quality or worth of.

assess Present reasons for the importance of (Compare the advantages and
particular structures relationships or disadvantages or the merits
processes. and demerits of a particular
relationship or process.)

calculate Arrive at the solution to a numerical (Steps should be shown; units

problem. must be included.)

classify Divide into groups according to

observable characteristics.

comment State opinion or view with supporting

reasons.

compare State similarities and differences. (An explanation of the

significance of each similarity
and difference stated may be
required for comparisons which
are other than structural.)

construct Use a specific format to make and/or (Such representations should

draw a graph, histogram, pie chart or normally bear a title,
other representation using data or appropriate headings and
material provided or drawn from legend.)
practical investigations, build (for
example, a model), draw scale
diagram.

deduce Make a logical connection between

two or more pieces of information;
use data to arrive at a conclusion.

define State concisely the meaning of a word (This should include the defining
or term. equation/formula where
relevant.)
WORD/TERM DEFINITION/MEANING

demonstrate Show clearly by giving proof or

evidence; direct attention to.

derive To deduce; determine or extract from (This relationship may be

data by a set of logical steps some general or specific.)
relationship, formula or result.

describe Provide detailed factual information (Descriptions may be in words,

of the appearance or arrangement of
a specific structure or the sequence of
a specific process.
drawings or diagrams or any
appropriate combination.
Drawings or diagrams should be
annotated to show appropriate
detail where necessary.)

determine Find the value of a physical quantity.

design Plan, and present with appropriate (Where hypotheses are stated
practical detail. or when tests are to be
conducted, possible outcomes
should be clearly stated and/or
the way in which data will be
analysed and presented.)

develop Expand or elaborate an idea or

argument with supporting reasons.

differentiate/distinguish State or explain briefly those

(between/among) differences between or among items
which can be used to define the
items or place them into separate
categories.

CXC A33/U2/2013
 APPENDIX II

 RECOMMENDED READINGS
Magazines and Journals

Audio Visual Materials

Western Zone Office

.............................

CXC A33/U2/2013